7/27/2019 Artikel 2 Bahasa Inggeris
1/26
The Pedagogical Problems with Language Immersion Programs
written by: Heather Marie Kosur edited by: Tricia Goss updated: 1/5/2012
The following article defines first language acquisition versus second language learning as
well as explains the language teaching method of language immersion and the problems with
language learning programs, including language software, that promise successful second
language acquisition.
First Language Acquisition
Language acquisition is the process whereby children acquire their first languages. All
humans (without exceptional physical or mental disabilities) have an innate capability to
acquire language. Children may acquire one or more first languages. For example, children
who grow up in an environment in which only English is spoken and heard will acquire only
English as their first language. However, children who grow up in an environment in which
both German and English are spoken and heard equally will acquire both German and
English as their first languages. Acquisition occurs passively and unconsciously through
implicit learning. In other words, children do not need explicit instruction to learn their first
languages but rather seem to just "pick up" language in the same way they learn to roll over,
crawl, and walk. Language acquisition in children just seems to happen.
Internet Marketing Degree
www.FullSail.edu
Online Degree learning cutting-edge Internet Marketing at Full Sail!
Free Vocabulary Worksheet
www.Education.com/Worksheets
Printable Vocabulary Worksheets Sorted by Grade and Totally Free!
Penn State is Online
www.WorldCampus.PSU.edu/online
We Are Committed to Providing Respected Online Degrees. Find Out.
Ads by Google
Acquisition (as opposed to learning) depends on children receiving linguistic input during the
critical period. The critical period is defined as the window of time, up to about the age of
twelve or puberty, in which humans can acquire first languages. Children must receive
adequate linguistic input including phonology (speech sounds), semantics (vocabulary and
http://www.googleadservices.com/pagead/aclk?sa=L&ai=CzQZG2TUTUuuNLfPX0AGAy4CoBM3sssUDrajv8z_AjbcBEAEg6Y2pBigDUPLC1634_____wFgyYanh9yjlBGgAYPZ5fsDyAEBqAMBqgTKAU_QPREY87sb8zXGE73L9cxY7NqsPxh0fOGpAXSDawfQMw0t9xVGkffrFmz_Uj50tHYr4JrSjYPBlI-WDg1cXzmKQGmJrYSRyafW_VJ-Czpy7iBTLUL4v-lv-68P4tf-lRfxBkcNMgMqaNxQZOmXwduhk7zvknS9d6EFldbYZ7sGdjMad_wwLfHLGk4EiNKuS5THPilwk3ZX9Zl0i0Alh52MAytfP3-zVxOaOUGtITJGwvaMKm5ZUJo5U0vB30gxDAmzluyEi6_F3KmIBgGAB-WmmgQ&num=1&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3SViI6vPGX-70zxZm1WeP6zhB-ng&client=ca-pub-6409535612800042&adurl=http://requestinfo.fullsail.edu/im-combo/google-contextual%3Fmncid%3D780%26mnckeyword%3Dcont-%26utm_medium%3Dcpc%26utm_term%3Dcont-%26utm_content%3DCombo_IM_1a%26utm_campaign%3DIM-Combohttp://www.googleadservices.com/pagead/aclk?sa=L&ai=CzQZG2TUTUuuNLfPX0AGAy4CoBM3sssUDrajv8z_AjbcBEAEg6Y2pBigDUPLC1634_____wFgyYanh9yjlBGgAYPZ5fsDyAEBqAMBqgTKAU_QPREY87sb8zXGE73L9cxY7NqsPxh0fOGpAXSDawfQMw0t9xVGkffrFmz_Uj50tHYr4JrSjYPBlI-WDg1cXzmKQGmJrYSRyafW_VJ-Czpy7iBTLUL4v-lv-68P4tf-lRfxBkcNMgMqaNxQZOmXwduhk7zvknS9d6EFldbYZ7sGdjMad_wwLfHLGk4EiNKuS5THPilwk3ZX9Zl0i0Alh52MAytfP3-zVxOaOUGtITJGwvaMKm5ZUJo5U0vB30gxDAmzluyEi6_F3KmIBgGAB-WmmgQ&num=1&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3SViI6vPGX-70zxZm1WeP6zhB-ng&client=ca-pub-6409535612800042&adurl=http://requestinfo.fullsail.edu/im-combo/google-contextual%3Fmncid%3D780%26mnckeyword%3Dcont-%26utm_medium%3Dcpc%26utm_term%3Dcont-%26utm_content%3DCombo_IM_1a%26utm_campaign%3DIM-Combohttp://www.googleadservices.com/pagead/aclk?sa=L&ai=CzQZG2TUTUuuNLfPX0AGAy4CoBM3sssUDrajv8z_AjbcBEAEg6Y2pBigDUPLC1634_____wFgyYanh9yjlBGgAYPZ5fsDyAEBqAMBqgTKAU_QPREY87sb8zXGE73L9cxY7NqsPxh0fOGpAXSDawfQMw0t9xVGkffrFmz_Uj50tHYr4JrSjYPBlI-WDg1cXzmKQGmJrYSRyafW_VJ-Czpy7iBTLUL4v-lv-68P4tf-lRfxBkcNMgMqaNxQZOmXwduhk7zvknS9d6EFldbYZ7sGdjMad_wwLfHLGk4EiNKuS5THPilwk3ZX9Zl0i0Alh52MAytfP3-zVxOaOUGtITJGwvaMKm5ZUJo5U0vB30gxDAmzluyEi6_F3KmIBgGAB-WmmgQ&num=1&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3SViI6vPGX-70zxZm1WeP6zhB-ng&client=ca-pub-6409535612800042&adurl=http://requestinfo.fullsail.edu/im-combo/google-contextual%3Fmncid%3D780%26mnckeyword%3Dcont-%26utm_medium%3Dcpc%26utm_term%3Dcont-%26utm_content%3DCombo_IM_1a%26utm_campaign%3DIM-Combohttp://www.googleadservices.com/pagead/aclk?sa=L&ai=CzQZG2TUTUuuNLfPX0AGAy4CoBM3sssUDrajv8z_AjbcBEAEg6Y2pBigDUPLC1634_____wFgyYanh9yjlBGgAYPZ5fsDyAEBqAMBqgTKAU_QPREY87sb8zXGE73L9cxY7NqsPxh0fOGpAXSDawfQMw0t9xVGkffrFmz_Uj50tHYr4JrSjYPBlI-WDg1cXzmKQGmJrYSRyafW_VJ-Czpy7iBTLUL4v-lv-68P4tf-lRfxBkcNMgMqaNxQZOmXwduhk7zvknS9d6EFldbYZ7sGdjMad_wwLfHLGk4EiNKuS5THPilwk3ZX9Zl0i0Alh52MAytfP3-zVxOaOUGtITJGwvaMKm5ZUJo5U0vB30gxDAmzluyEi6_F3KmIBgGAB-WmmgQ&num=1&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3SViI6vPGX-70zxZm1WeP6zhB-ng&client=ca-pub-6409535612800042&adurl=http://requestinfo.fullsail.edu/im-combo/google-contextual%3Fmncid%3D780%26mnckeyword%3Dcont-%26utm_medium%3Dcpc%26utm_term%3Dcont-%26utm_content%3DCombo_IM_1a%26utm_campaign%3DIM-Combohttp://www.googleadservices.com/pagead/aclk?sa=L&ai=Crbtk2TUTUuuNLfPX0AGAy4CoBI-g-bYC947ErzrAjbcBEAIg6Y2pBigDUI310bH9_____wFgyYanh9yjlBGgAfXD4fsDyAEBqAMBqgTJAU_QLSW16qEiy4d1CNDL9ZUU_MGiMARoYfauAGWVaRLNNQxtuhlEJiyYDHD_VnRhtC4r4MOenZjPm5OKExpbXiicQnyUq4XRhKvUvwlvDzh57ydaZxvlpuoxsKYS9dvwnFSwC0gEIBcsasoMf--RwNa00rHgm2apcaNN2dTKY6ccbC4Hcf1zdvSVW0MLgcC6TZaPfyB0gGpQ8pA8JLolTldxEib90ZTc0_hrwr1bIjJGhkd6KW5ZQH_PUEvB27nHDQuzlgxiSt6zCYgGAYAH87ueBA&num=2&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3ZCmP5UAXFgRghgVOTNJWD9kckHQ&client=ca-pub-6409535612800042&adurl=http://www.education.com/worksheets/vocabulary/%3Fcid%3D57000.0000239001%26s_kwcid%3DTC%7C8363%7Cesl%2520vocabulary%2520worksheets%7Cwww.brighthubeducation.com%7CC%7C%7C15585284455http://www.googleadservices.com/pagead/aclk?sa=L&ai=Crbtk2TUTUuuNLfPX0AGAy4CoBI-g-bYC947ErzrAjbcBEAIg6Y2pBigDUI310bH9_____wFgyYanh9yjlBGgAfXD4fsDyAEBqAMBqgTJAU_QLSW16qEiy4d1CNDL9ZUU_MGiMARoYfauAGWVaRLNNQxtuhlEJiyYDHD_VnRhtC4r4MOenZjPm5OKExpbXiicQnyUq4XRhKvUvwlvDzh57ydaZxvlpuoxsKYS9dvwnFSwC0gEIBcsasoMf--RwNa00rHgm2apcaNN2dTKY6ccbC4Hcf1zdvSVW0MLgcC6TZaPfyB0gGpQ8pA8JLolTldxEib90ZTc0_hrwr1bIjJGhkd6KW5ZQH_PUEvB27nHDQuzlgxiSt6zCYgGAYAH87ueBA&num=2&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3ZCmP5UAXFgRghgVOTNJWD9kckHQ&client=ca-pub-6409535612800042&adurl=http://www.education.com/worksheets/vocabulary/%3Fcid%3D57000.0000239001%26s_kwcid%3DTC%7C8363%7Cesl%2520vocabulary%2520worksheets%7Cwww.brighthubeducation.com%7CC%7C%7C15585284455http://www.googleadservices.com/pagead/aclk?sa=L&ai=Crbtk2TUTUuuNLfPX0AGAy4CoBI-g-bYC947ErzrAjbcBEAIg6Y2pBigDUI310bH9_____wFgyYanh9yjlBGgAfXD4fsDyAEBqAMBqgTJAU_QLSW16qEiy4d1CNDL9ZUU_MGiMARoYfauAGWVaRLNNQxtuhlEJiyYDHD_VnRhtC4r4MOenZjPm5OKExpbXiicQnyUq4XRhKvUvwlvDzh57ydaZxvlpuoxsKYS9dvwnFSwC0gEIBcsasoMf--RwNa00rHgm2apcaNN2dTKY6ccbC4Hcf1zdvSVW0MLgcC6TZaPfyB0gGpQ8pA8JLolTldxEib90ZTc0_hrwr1bIjJGhkd6KW5ZQH_PUEvB27nHDQuzlgxiSt6zCYgGAYAH87ueBA&num=2&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3ZCmP5UAXFgRghgVOTNJWD9kckHQ&client=ca-pub-6409535612800042&adurl=http://www.education.com/worksheets/vocabulary/%3Fcid%3D57000.0000239001%26s_kwcid%3DTC%7C8363%7Cesl%2520vocabulary%2520worksheets%7Cwww.brighthubeducation.com%7CC%7C%7C15585284455http://www.googleadservices.com/pagead/aclk?sa=L&ai=Crbtk2TUTUuuNLfPX0AGAy4CoBI-g-bYC947ErzrAjbcBEAIg6Y2pBigDUI310bH9_____wFgyYanh9yjlBGgAfXD4fsDyAEBqAMBqgTJAU_QLSW16qEiy4d1CNDL9ZUU_MGiMARoYfauAGWVaRLNNQxtuhlEJiyYDHD_VnRhtC4r4MOenZjPm5OKExpbXiicQnyUq4XRhKvUvwlvDzh57ydaZxvlpuoxsKYS9dvwnFSwC0gEIBcsasoMf--RwNa00rHgm2apcaNN2dTKY6ccbC4Hcf1zdvSVW0MLgcC6TZaPfyB0gGpQ8pA8JLolTldxEib90ZTc0_hrwr1bIjJGhkd6KW5ZQH_PUEvB27nHDQuzlgxiSt6zCYgGAYAH87ueBA&num=2&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3ZCmP5UAXFgRghgVOTNJWD9kckHQ&client=ca-pub-6409535612800042&adurl=http://www.education.com/worksheets/vocabulary/%3Fcid%3D57000.0000239001%26s_kwcid%3DTC%7C8363%7Cesl%2520vocabulary%2520worksheets%7Cwww.brighthubeducation.com%7CC%7C%7C15585284455http://www.googleadservices.com/pagead/aclk?sa=L&ai=Ch9Z62TUTUuuNLfPX0AGAy4CoBIr9zt4F0om5rHOa4-W9fhADIOmNqQYoA1DA8Nmt______8BYMmGp4fco5QRoAGelfrnA8gBAagDAaoEygFP0F1gD_O7GfM1xhO9y_XMWOzarD8YdHzhqQF0g2sH0DMNLfcVRpH36xZs_1I-dLR2K-Ca0o2DwZSPlg4NXF85ikBpia2Ekcmn1v1Sfgs6cu4gUy1C-L_pb_uvD-LX_pUX8QZHDTIDKmjcUGTpl8HboZO875J0vXehBZXW2Ge7BnYzGnf8MC3xyxpOBIjSrkuUxz4pcJN2V_WZdIs4JoedjD4YWyl_s1cTmjlBrSEyRsL2jCpuWVCaOVNLwd9IMQwJs5bshIvYuuO0iAYBgAfK6oUY&num=3&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_0PJ47ciGhqqwbHKyq-iOuHJTrd6A&client=ca-pub-6409535612800042&adurl=http://www.worldcampus.psu.edu%3Fcm_mmc%3DBRAND%2B13-14-_-GoogleDisplay-FL-_-Online%253ABanner%253ARectangleLeaderboard-_-PSOnline-WeAre%2B(ONLNBO14728)http://www.googleadservices.com/pagead/aclk?sa=L&ai=Ch9Z62TUTUuuNLfPX0AGAy4CoBIr9zt4F0om5rHOa4-W9fhADIOmNqQYoA1DA8Nmt______8BYMmGp4fco5QRoAGelfrnA8gBAagDAaoEygFP0F1gD_O7GfM1xhO9y_XMWOzarD8YdHzhqQF0g2sH0DMNLfcVRpH36xZs_1I-dLR2K-Ca0o2DwZSPlg4NXF85ikBpia2Ekcmn1v1Sfgs6cu4gUy1C-L_pb_uvD-LX_pUX8QZHDTIDKmjcUGTpl8HboZO875J0vXehBZXW2Ge7BnYzGnf8MC3xyxpOBIjSrkuUxz4pcJN2V_WZdIs4JoedjD4YWyl_s1cTmjlBrSEyRsL2jCpuWVCaOVNLwd9IMQwJs5bshIvYuuO0iAYBgAfK6oUY&num=3&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_0PJ47ciGhqqwbHKyq-iOuHJTrd6A&client=ca-pub-6409535612800042&adurl=http://www.worldcampus.psu.edu%3Fcm_mmc%3DBRAND%2B13-14-_-GoogleDisplay-FL-_-Online%253ABanner%253ARectangleLeaderboard-_-PSOnline-WeAre%2B(ONLNBO14728)http://www.googleadservices.com/pagead/aclk?sa=L&ai=Ch9Z62TUTUuuNLfPX0AGAy4CoBIr9zt4F0om5rHOa4-W9fhADIOmNqQYoA1DA8Nmt______8BYMmGp4fco5QRoAGelfrnA8gBAagDAaoEygFP0F1gD_O7GfM1xhO9y_XMWOzarD8YdHzhqQF0g2sH0DMNLfcVRpH36xZs_1I-dLR2K-Ca0o2DwZSPlg4NXF85ikBpia2Ekcmn1v1Sfgs6cu4gUy1C-L_pb_uvD-LX_pUX8QZHDTIDKmjcUGTpl8HboZO875J0vXehBZXW2Ge7BnYzGnf8MC3xyxpOBIjSrkuUxz4pcJN2V_WZdIs4JoedjD4YWyl_s1cTmjlBrSEyRsL2jCpuWVCaOVNLwd9IMQwJs5bshIvYuuO0iAYBgAfK6oUY&num=3&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_0PJ47ciGhqqwbHKyq-iOuHJTrd6A&client=ca-pub-6409535612800042&adurl=http://www.worldcampus.psu.edu%3Fcm_mmc%3DBRAND%2B13-14-_-GoogleDisplay-FL-_-Online%253ABanner%253ARectangleLeaderboard-_-PSOnline-WeAre%2B(ONLNBO14728)http://www.googleadservices.com/pagead/aclk?sa=L&ai=Ch9Z62TUTUuuNLfPX0AGAy4CoBIr9zt4F0om5rHOa4-W9fhADIOmNqQYoA1DA8Nmt______8BYMmGp4fco5QRoAGelfrnA8gBAagDAaoEygFP0F1gD_O7GfM1xhO9y_XMWOzarD8YdHzhqQF0g2sH0DMNLfcVRpH36xZs_1I-dLR2K-Ca0o2DwZSPlg4NXF85ikBpia2Ekcmn1v1Sfgs6cu4gUy1C-L_pb_uvD-LX_pUX8QZHDTIDKmjcUGTpl8HboZO875J0vXehBZXW2Ge7BnYzGnf8MC3xyxpOBIjSrkuUxz4pcJN2V_WZdIs4JoedjD4YWyl_s1cTmjlBrSEyRsL2jCpuWVCaOVNLwd9IMQwJs5bshIvYuuO0iAYBgAfK6oUY&num=3&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_0PJ47ciGhqqwbHKyq-iOuHJTrd6A&client=ca-pub-6409535612800042&adurl=http://www.worldcampus.psu.edu%3Fcm_mmc%3DBRAND%2B13-14-_-GoogleDisplay-FL-_-Online%253ABanner%253ARectangleLeaderboard-_-PSOnline-WeAre%2B(ONLNBO14728)http://www.googleadservices.com/pagead/aclk?sa=L&ai=Ch9Z62TUTUuuNLfPX0AGAy4CoBIr9zt4F0om5rHOa4-W9fhADIOmNqQYoA1DA8Nmt______8BYMmGp4fco5QRoAGelfrnA8gBAagDAaoEygFP0F1gD_O7GfM1xhO9y_XMWOzarD8YdHzhqQF0g2sH0DMNLfcVRpH36xZs_1I-dLR2K-Ca0o2DwZSPlg4NXF85ikBpia2Ekcmn1v1Sfgs6cu4gUy1C-L_pb_uvD-LX_pUX8QZHDTIDKmjcUGTpl8HboZO875J0vXehBZXW2Ge7BnYzGnf8MC3xyxpOBIjSrkuUxz4pcJN2V_WZdIs4JoedjD4YWyl_s1cTmjlBrSEyRsL2jCpuWVCaOVNLwd9IMQwJs5bshIvYuuO0iAYBgAfK6oUY&num=3&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_0PJ47ciGhqqwbHKyq-iOuHJTrd6A&client=ca-pub-6409535612800042&adurl=http://www.worldcampus.psu.edu%3Fcm_mmc%3DBRAND%2B13-14-_-GoogleDisplay-FL-_-Online%253ABanner%253ARectangleLeaderboard-_-PSOnline-WeAre%2B(ONLNBO14728)http://www.googleadservices.com/pagead/aclk?sa=L&ai=Ch9Z62TUTUuuNLfPX0AGAy4CoBIr9zt4F0om5rHOa4-W9fhADIOmNqQYoA1DA8Nmt______8BYMmGp4fco5QRoAGelfrnA8gBAagDAaoEygFP0F1gD_O7GfM1xhO9y_XMWOzarD8YdHzhqQF0g2sH0DMNLfcVRpH36xZs_1I-dLR2K-Ca0o2DwZSPlg4NXF85ikBpia2Ekcmn1v1Sfgs6cu4gUy1C-L_pb_uvD-LX_pUX8QZHDTIDKmjcUGTpl8HboZO875J0vXehBZXW2Ge7BnYzGnf8MC3xyxpOBIjSrkuUxz4pcJN2V_WZdIs4JoedjD4YWyl_s1cTmjlBrSEyRsL2jCpuWVCaOVNLwd9IMQwJs5bshIvYuuO0iAYBgAfK6oUY&num=3&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_0PJ47ciGhqqwbHKyq-iOuHJTrd6A&client=ca-pub-6409535612800042&adurl=http://www.worldcampus.psu.edu%3Fcm_mmc%3DBRAND%2B13-14-_-GoogleDisplay-FL-_-Online%253ABanner%253ARectangleLeaderboard-_-PSOnline-WeAre%2B(ONLNBO14728)http://www.googleadservices.com/pagead/aclk?sa=L&ai=Crbtk2TUTUuuNLfPX0AGAy4CoBI-g-bYC947ErzrAjbcBEAIg6Y2pBigDUI310bH9_____wFgyYanh9yjlBGgAfXD4fsDyAEBqAMBqgTJAU_QLSW16qEiy4d1CNDL9ZUU_MGiMARoYfauAGWVaRLNNQxtuhlEJiyYDHD_VnRhtC4r4MOenZjPm5OKExpbXiicQnyUq4XRhKvUvwlvDzh57ydaZxvlpuoxsKYS9dvwnFSwC0gEIBcsasoMf--RwNa00rHgm2apcaNN2dTKY6ccbC4Hcf1zdvSVW0MLgcC6TZaPfyB0gGpQ8pA8JLolTldxEib90ZTc0_hrwr1bIjJGhkd6KW5ZQH_PUEvB27nHDQuzlgxiSt6zCYgGAYAH87ueBA&num=2&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3ZCmP5UAXFgRghgVOTNJWD9kckHQ&client=ca-pub-6409535612800042&adurl=http://www.education.com/worksheets/vocabulary/%3Fcid%3D57000.0000239001%26s_kwcid%3DTC%7C8363%7Cesl%2520vocabulary%2520worksheets%7Cwww.brighthubeducation.com%7CC%7C%7C15585284455http://www.googleadservices.com/pagead/aclk?sa=L&ai=Crbtk2TUTUuuNLfPX0AGAy4CoBI-g-bYC947ErzrAjbcBEAIg6Y2pBigDUI310bH9_____wFgyYanh9yjlBGgAfXD4fsDyAEBqAMBqgTJAU_QLSW16qEiy4d1CNDL9ZUU_MGiMARoYfauAGWVaRLNNQxtuhlEJiyYDHD_VnRhtC4r4MOenZjPm5OKExpbXiicQnyUq4XRhKvUvwlvDzh57ydaZxvlpuoxsKYS9dvwnFSwC0gEIBcsasoMf--RwNa00rHgm2apcaNN2dTKY6ccbC4Hcf1zdvSVW0MLgcC6TZaPfyB0gGpQ8pA8JLolTldxEib90ZTc0_hrwr1bIjJGhkd6KW5ZQH_PUEvB27nHDQuzlgxiSt6zCYgGAYAH87ueBA&num=2&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3ZCmP5UAXFgRghgVOTNJWD9kckHQ&client=ca-pub-6409535612800042&adurl=http://www.education.com/worksheets/vocabulary/%3Fcid%3D57000.0000239001%26s_kwcid%3DTC%7C8363%7Cesl%2520vocabulary%2520worksheets%7Cwww.brighthubeducation.com%7CC%7C%7C15585284455http://www.googleadservices.com/pagead/aclk?sa=L&ai=CzQZG2TUTUuuNLfPX0AGAy4CoBM3sssUDrajv8z_AjbcBEAEg6Y2pBigDUPLC1634_____wFgyYanh9yjlBGgAYPZ5fsDyAEBqAMBqgTKAU_QPREY87sb8zXGE73L9cxY7NqsPxh0fOGpAXSDawfQMw0t9xVGkffrFmz_Uj50tHYr4JrSjYPBlI-WDg1cXzmKQGmJrYSRyafW_VJ-Czpy7iBTLUL4v-lv-68P4tf-lRfxBkcNMgMqaNxQZOmXwduhk7zvknS9d6EFldbYZ7sGdjMad_wwLfHLGk4EiNKuS5THPilwk3ZX9Zl0i0Alh52MAytfP3-zVxOaOUGtITJGwvaMKm5ZUJo5U0vB30gxDAmzluyEi6_F3KmIBgGAB-WmmgQ&num=1&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3SViI6vPGX-70zxZm1WeP6zhB-ng&client=ca-pub-6409535612800042&adurl=http://requestinfo.fullsail.edu/im-combo/google-contextual%3Fmncid%3D780%26mnckeyword%3Dcont-%26utm_medium%3Dcpc%26utm_term%3Dcont-%26utm_content%3DCombo_IM_1a%26utm_campaign%3DIM-Combohttp://www.googleadservices.com/pagead/aclk?sa=L&ai=CzQZG2TUTUuuNLfPX0AGAy4CoBM3sssUDrajv8z_AjbcBEAEg6Y2pBigDUPLC1634_____wFgyYanh9yjlBGgAYPZ5fsDyAEBqAMBqgTKAU_QPREY87sb8zXGE73L9cxY7NqsPxh0fOGpAXSDawfQMw0t9xVGkffrFmz_Uj50tHYr4JrSjYPBlI-WDg1cXzmKQGmJrYSRyafW_VJ-Czpy7iBTLUL4v-lv-68P4tf-lRfxBkcNMgMqaNxQZOmXwduhk7zvknS9d6EFldbYZ7sGdjMad_wwLfHLGk4EiNKuS5THPilwk3ZX9Zl0i0Alh52MAytfP3-zVxOaOUGtITJGwvaMKm5ZUJo5U0vB30gxDAmzluyEi6_F3KmIBgGAB-WmmgQ&num=1&cid=5GhRkPa5UI32fWoVznNup-6y&sig=AOD64_3SViI6vPGX-70zxZm1WeP6zhB-ng&client=ca-pub-6409535612800042&adurl=http://requestinfo.fullsail.edu/im-combo/google-contextual%3Fmncid%3D780%26mnckeyword%3Dcont-%26utm_medium%3Dcpc%26utm_term%3Dcont-%26utm_content%3DCombo_IM_1a%26utm_campaign%3DIM-Combo7/27/2019 Artikel 2 Bahasa Inggeris
2/26
meaning), grammar (syntax or word order and morphology or grammatical markers), and
pragmatics (use and context) and prosody (intonation, rhythm, stress) before the end of the
critical period in order to acquire their first languages. If linguistic input is not adequate,
children will never fully acquire language (as is the case of Genie, an abused and neglected
girl who was discovered by authorities in 1970). Language acquisition cannot normally occur
after the critical period because the brain becomes "hardwired" to the first language.
Second Language Learning
Language learning, in contrast to language acquisition, is the process whereby humans past
the critical period learn second languages. All humans have the ability to learn additional
languages although, just as with other areas of study like math or science, some people are
better at learning second languages than others. Older children and adults may learn one ormore second languages. For example, a woman who acquired French as a child and learned
English as an adult would have one first language (French) and one second language
(English). Similarly, a man who acquired Japanese as a child and learned English and
Spanish as an adult would also have one first language (Japanese) but two second languages
(English and Spanish).
As opposed to acquisition, learning occurs actively and consciously through explicit
instruction and education. In other words, older children and adults past the critical periodneed explicit teaching to learn their second languages. Language learning requires explicit
instruction in speaking and hearing additional languages. For example, while children who
acquire English as their first language just seem unconsciously and without instruction to
"know" that most adjectives precede nouns in English, those same children as adults must be
taught that most adjectives follow nouns in Spanish. The brains of first language English
speakers have become "hardwired" to innately accept only an adjective-noun pattern; in order
to successfully learn Spanish as a second language, those English speakers must consciously
learn the different pattern of noun-adjective. Or rather, second language learners must
"retrain" the brain to accept language systems outside the confines of the first language.
Language Immersion
Language immersion is a second language learning method in which language learners
immerse themselves in the target (second) language. For example, Spanish language learners
might plan aSpanish immersion experiencethrough an extended vacation to a Spanish-
speaking country and communicate only with the Spanish language. Parents who want theirchildren to learn French as a second language might enroll their children into a school with a
http://www.brighthubeducation.com/learning-spanish/37186-tips-for-getting-the-most-out-of-spanish-immersion/http://www.brighthubeducation.com/learning-spanish/37186-tips-for-getting-the-most-out-of-spanish-immersion/http://www.brighthubeducation.com/learning-spanish/37186-tips-for-getting-the-most-out-of-spanish-immersion/http://www.brighthubeducation.com/learning-spanish/37186-tips-for-getting-the-most-out-of-spanish-immersion/7/27/2019 Artikel 2 Bahasa Inggeris
3/26
language immersion program that teaches all subjects (math, science, social studies) in the
French language. The goal of language immersion is to create a linguistic environment that
mimics the environment of first language acquisition. The idea behind language immersion is
that, if all incoming (auditory) communication is in the target language, then students will
eventually be compelled to use the target language for all outgoing (spoken) communication.
The outcome of language immersion is language learning, not language acquisition.
Second Language Acquisition
The theory behind language learning programs (with Rosetta Stone as the most well-known)
is that adults past the critical period can acquire language. Although some older children and
adults can seemingly acquire languages in addition to their first, most people must learn
second languages. Such language learning programs fail to take into account that people learn
second languages differently from the acquisition of first languages, by ignoring the
differences between language acquisition and language learning. While all children before the
critical period can innately acquire their first languages, most adults past the critical period
must learn second languages through explicit education and instruction.
In addition to the problems with the claim of second language acquisition, many language
learning programs also mistakenly claim to teach second languages through language
immersion. For example, Rosetta Stone proclaims that its language learning programs help
people learn second languages naturally by providing a "completely immersive environment"
that recreates on the computer the childhood experience of "speaking instinctively by
experiencing the world." Instant Immersion similarly claims to "immerse learners in authentic
dialogue and traditions" through its language learning programs. However, authentic
language immersion cannot happen through a computer program. Instead, real language
learning through language immersion can only occur when language learners physically and
mentally immerse themselves in a linguistic environment with adequate linguistic input from
the target language. Computer software cannot replicate actual linguistic interactions.
The Roles of Language Learning Programs
Although second language learners cannot acquire languages through language learning
programs, such learners can learn second languages through such programs. For example, the
Learn English Now! program available through Transparent Language promises not only to
teach vocabulary and pronunciation through simulated English language conversations but
also to reference English grammar. The Everywhere German Audio Course similarly
provides explicit German language instruction including grammar and vocabulary lessons.
7/27/2019 Artikel 2 Bahasa Inggeris
4/26
Language learning programs are legitimate means for learning second languages so long as
the language instruction is explicit especially in the area of grammar education. However,
once language learners learn second languages, language immersion programs like Rosetta
Stone can help to review and reinforce language learning. For example, first-year Spanish
students might use theRosetta StoneLatin American Spanish Online Language Learning
program over the summer to practice the Spanish language before second-year classes begin
in the fall.
Conclusion
First language acquisition differs from second language learning in that children acquire first
languages innately and passively while adults learn second languages actively through
explicit education and instruction. Older children and adults past the critical period can
successfully learn second languages through language immersion. However, many language
learning programs that promise language acquisition through immersion fail to take into
account the differences between first language acquisition and second language learning as
well as the necessary linguistic environment for authentic language immersion. Nonetheless,
language immersion programs can reinforce the learning that language learners gained
through explicit second language education and instruction.
References
Genie;http://en.wikipedia.org/wiki/Genie_%28feral_child%29
http://www.brighthubeducation.com/learning-spanish/37829-review-of-rosetta-stone-spanish-latin-american/http://www.brighthubeducation.com/learning-spanish/37829-review-of-rosetta-stone-spanish-latin-american/http://en.wikipedia.org/wiki/Genie_%28feral_child%29http://en.wikipedia.org/wiki/Genie_%28feral_child%29http://en.wikipedia.org/wiki/Genie_%28feral_child%29http://en.wikipedia.org/wiki/Genie_%28feral_child%29http://www.brighthubeducation.com/learning-spanish/37829-review-of-rosetta-stone-spanish-latin-american/7/27/2019 Artikel 2 Bahasa Inggeris
5/26
Differences Between First Language Acquisition and Second Language Learning -
by Thomas Parry
Summary : The piece is a two-fold investigation into second language learning; how it differs from first languageacquisition and how knowledge of a first language can aid a teacher of a second language.
A Two Part Investigation:
1) A Critical Discussion of the Differences Between First
Language Acquisition and Second Language Learning
2) How can Knowledge of a First Language (L1) Aid aTeacher of English as a Second Language?
Thomas Parry
Abstract: The piece is a two-fold investigation into second language learning; how
it differs from first language acquisition and how knowledge of a first language can
aid a teacher of a second language. Both investigations are literature searches and
the research carried out is entirely secondary. A comparison is made between two
opposing nationalities (Arab and Korean) and how language learning is affected
from one peninsula to the other within the context of the question. In addition to
this, the literature search criticises both first language acquisition and second
language learning; pointing out the flaws and strengths of each and how they are
relevant to an EFL teacher.
7/27/2019 Artikel 2 Bahasa Inggeris
6/26
1) A Critical Discussion of the Differences Between First Language
Acquisition and Second Language Learning
Since the 1960s, Linguists have debated the differences between first languageacquisition and second language learning amongst themselves. This has lead to the
emergence of two schools of thought: behaviourists (nurture) who put a lot of
emphasis on learning syntax and Mentalists or Nativists (nature) who believe that a
second language can be learnt by emphasising the use of everyday language and the
use of Interlanguage. Both of these theories have their shortcomings: A 'nativist'
view assumes consciously or unconsciously that somehow L2 learning can and
should be like learning our native language.[i]Whilst behaviorism can be severely
limited as students take in only some of what they are exposed to.[ii]
A childs cognitive development dictates that a child will be better suited to acquiring
its native language at an early age, rather than learning a second language later in life.
This is the first major criticism of the mentalist approach, Any normal child,
regardless of his genetic or racial characteristics, will acquire the language of the
community in which he is brought up.[iii]However, L2 learning is not genetically
triggered in any way unless the child grows up bi-lingually (in which case, it is not
really L2 learning at all).[iv]Without a genetic trigger as incentive to learn a new
language, the Communicative Language approach to teaching (favored by the
majority of mentalist believers) can become partially ineffectual. A child will never
resist the acquisition of its native language but second language learners will
subconsciously (and sometimes consciously) resist learning a second language.
Syntax is a fundamental part of learning any language and neither behaviorists nor
Mentalists have developed a satisfactory way to teach syntaxes to learners of second
languages. A child acquiring its first language learns how to structure sentences
unknowingly and develops grammatical structures unconsciously. However,
mentalists believe that syntax has to be learnt rather than acquired by second
language learners. Ellis argues that Learners must engage in both item learning and
system learning[v]and the Mentalist theory does not take into account item learning
(an expression as an unanalyzed whole).
In conclusion, the differences between learning a second language and acquiring a
native language are vast. There are motivational issues, differences in cognitive
development related to the childs age and huge differences concerning the syntax
and grammatical form. Neither Mentalists nor Behaviorists have developed a
satisfactory teaching method for second language learners.
http://www.totalesl.com/e_articles_post.php#_edn1http://www.totalesl.com/e_articles_post.php#_edn1http://www.totalesl.com/e_articles_post.php#_edn1http://www.totalesl.com/e_articles_post.php#_edn2http://www.totalesl.com/e_articles_post.php#_edn2http://www.totalesl.com/e_articles_post.php#_edn2http://www.totalesl.com/e_articles_post.php#_edn3http://www.totalesl.com/e_articles_post.php#_edn3http://www.totalesl.com/e_articles_post.php#_edn3http://www.totalesl.com/e_articles_post.php#_edn4http://www.totalesl.com/e_articles_post.php#_edn4http://www.totalesl.com/e_articles_post.php#_edn4http://www.totalesl.com/e_articles_post.php#_edn5http://www.totalesl.com/e_articles_post.php#_edn5http://www.totalesl.com/e_articles_post.php#_edn5http://www.totalesl.com/e_articles_post.php#_edn5http://www.totalesl.com/e_articles_post.php#_edn4http://www.totalesl.com/e_articles_post.php#_edn3http://www.totalesl.com/e_articles_post.php#_edn2http://www.totalesl.com/e_articles_post.php#_edn17/27/2019 Artikel 2 Bahasa Inggeris
7/26
2) How can Knowledge of a First Language (L1) Aid a
Teacher of English as a Second Language?
Knowledge of first language acquisition can be beneficial for the teacher of English
and for students as well. Sheelagh Deller believes that knowledge of L1 acquisitionis useful for students to notice differences between their L1 and the target language,
that when students use their L1 between themselves and with the teacher, it has a
positive effect on group dynamics, and it allows students to give ongoing feedback
about the course.[vi]Mentalists would also argue that L1 transfer is not
interference, but that it is actually an induced cognitive practice, allowing students
to better their L2.
Initially, amongst novice students, L1 is not transferred into L2 as students are afraid
to try new things and rely on direct requests (for example: may I have a ______),
particularly for apologies, refusals and requests. This was the case in Korea, wherenovice students were very quiet and would only use previously memorised templates
to communicate in English. However, as the students progressed they would translate
directly from their native language, Korean, and this would result in grammaticalproblems (for example: eraser, give it to me as opposed to please give me the
eraser.) However, positive effects were also derived from the transferral of L1 to L2.
Korean learners of English have been found to avoid the use of relative clauses
because their languages do not contain equivalent structures. These learners
[Koreans] make fewer errors in relative clauses than Arabic learners of English.[vii]
Though teachers can be aware of how L1 was acquired, it is not always possible to
replicate the conditions and, therefore, provide a utopian environment for the students
to learn a secondary language. In fact, it is nearly impossible to do this. Disregarding
motivational problems and the major problem, that a primary language has already
been learnt, it is usually just impractical to replicate the conditions that a native
language was acquired in. For most people, the experience with an L2 is
fundamentally different from their L1 experience and it is hardly conducive to
acquisition. They usually encounter the L2 during their teenage or adult years, in a
few hours each week of school time.[viii]Therefore, despite knowledge of L1
acquisition, it is not always practical to use this knowledge to improve L2
acquisition.
The role of consciousness is an important factor in L1 acquisition and, according to
Krashen, can also play a role in L2 learning. Krashen believes that L2 can still be
acquired to a certain extent, and does not necessarily have to be studied. However,
though this may be true to a very limited extent and in an immersed environment, for
the vast majority of L2 learners, Schmidts theory that learning cannot take place
without noticing - the process of attending consciously to linguistic features in the
input.[ix], applies. Limited L2 acquisition does occur, this was evident in Korea,
however, the majority of L2 learning takes place consciously.
Knowledge of L1 acquisition can be useful to an English Language Teacher however;it is only useful to a certain extent. Students that do not use a specific grammatical
http://www.totalesl.com/e_articles_post.php#_edn6http://www.totalesl.com/e_articles_post.php#_edn6http://www.totalesl.com/e_articles_post.php#_edn7http://www.totalesl.com/e_articles_post.php#_edn7http://www.totalesl.com/e_articles_post.php#_edn7http://www.totalesl.com/e_articles_post.php#_edn8http://www.totalesl.com/e_articles_post.php#_edn8http://www.totalesl.com/e_articles_post.php#_edn9http://www.totalesl.com/e_articles_post.php#_edn9http://www.totalesl.com/e_articles_post.php#_edn9http://www.totalesl.com/e_articles_post.php#_edn9http://www.totalesl.com/e_articles_post.php#_edn8http://www.totalesl.com/e_articles_post.php#_edn7http://www.totalesl.com/e_articles_post.php#_edn67/27/2019 Artikel 2 Bahasa Inggeris
8/26
structure in their native language (for example Koreans who do not use relative
clauses) will be better suited to learning that specific grammar rule, as they wont try
to translate it directly from their native language. Also, it is possible for students to
acquire a limited quantity of L2 subconsciously (though this should never be relied
upon by an English language teacher).
[i]ONeil, Robert,http://www.btinternet.com/~ted.power/esl0412.html.April 1998
[ii]Harmer, Jeremy, The Practice of English Language Teaching.Longman (4th
edition) 2007. Page
50
[iii]Lyons, John, New Horizons in Linguistics.Penguin Books 1970. Page11
[iv]ONeil, Robert,http://www.btinternet.com/~ted.power/esl0412.html.April 1998
[v]Ellis, rod, Second Language AcquisitionOxford University Press 1997. Page 13
[vi]Harmer, Jeremy, The Practice of English Language Teaching.Longman (4th
edition) 2007. Page133
[vii]Ellis, rod, Second Language AcquisitionOxford University Press 1997. Pages 51-52
[viii]Yule, George, The Study of LanguageCambridge University Press (3rd
Edition) 2006. Page 163
[ix]Ellis, rod, Second Language AcquisitionOxford University Press 1997. Page 55
Bibliography
Ellis, Rod,Second Language Acquisition,Oxford University Press 1997
Harmer, Jeremy,The Practice of English Language Teaching,Longman
(4th
edition) 2007
Lyons, John, New Horizons in Linguistics,Penguin Books 1970
ONeil, Robert,http://www.btinternet.com/~ted.power/esl0412.html.Internet
Source, April 1998
Yule, George,The Study of Language,Cambridge University Press (3rd
Edition)
2006
http://www.totalesl.com/e_articles_post.php#_ednref1http://www.totalesl.com/e_articles_post.php#_ednref1http://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.totalesl.com/e_articles_post.php#_ednref2http://www.totalesl.com/e_articles_post.php#_ednref2http://www.totalesl.com/e_articles_post.php#_ednref3http://www.totalesl.com/e_articles_post.php#_ednref3http://www.totalesl.com/e_articles_post.php#_ednref4http://www.totalesl.com/e_articles_post.php#_ednref4http://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.totalesl.com/e_articles_post.php#_ednref5http://www.totalesl.com/e_articles_post.php#_ednref5http://www.totalesl.com/e_articles_post.php#_ednref6http://www.totalesl.com/e_articles_post.php#_ednref6http://www.totalesl.com/e_articles_post.php#_ednref7http://www.totalesl.com/e_articles_post.php#_ednref7http://www.totalesl.com/e_articles_post.php#_ednref8http://www.totalesl.com/e_articles_post.php#_ednref8http://www.totalesl.com/e_articles_post.php#_ednref9http://www.totalesl.com/e_articles_post.php#_ednref9http://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.totalesl.com/e_articles_post.php#_ednref9http://www.totalesl.com/e_articles_post.php#_ednref8http://www.totalesl.com/e_articles_post.php#_ednref7http://www.totalesl.com/e_articles_post.php#_ednref6http://www.totalesl.com/e_articles_post.php#_ednref5http://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.totalesl.com/e_articles_post.php#_ednref4http://www.totalesl.com/e_articles_post.php#_ednref3http://www.totalesl.com/e_articles_post.php#_ednref2http://www.btinternet.com/~ted.power/esl0412.htmlhttp://www.totalesl.com/e_articles_post.php#_ednref17/27/2019 Artikel 2 Bahasa Inggeris
9/26
About Author
Thomas Parry is a lecturer at a leading Middle Eastern university and holds an MA in TESOL.
Printer- Friendly Version
Back
http://www.totalesl.com/e_articles_print.php?id=923http://www.totalesl.com/e_articles_list.php?cat_id=1http://www.totalesl.com/e_articles_list.php?cat_id=1http://www.totalesl.com/e_articles_print.php?id=9237/27/2019 Artikel 2 Bahasa Inggeris
10/26
1. Consider the whole person: You should take into consideration who the student is.
Know different aspects of the individual.(Students psychology, social background,
etc.) Consult with the guiding and class teachers (Check with the other teachers his
progress). Dont grade only by looking at his learning English.
2.Language learning is both forming habit and also utilizing the the students innate
capacity for language as a rule governed creative activity.(By Noam Chomsky)
Cognitive school of psychology: using the students innate capacity for the language.
The student uses his creative mental power.
3. Keep the students involved. Try to have a student centered class as far as
possible. Keep the appropriate ratio of teacher talk and student talk. The minimal
requirement: Teacher talking time 50%, student talking time 50%. (Traditional class
is a teacher centered class, modern class is a student centered class.)
4. Language learners learn to do by doing. Items of language should be practiced.
Practice is extremely important in foreign language learning. Practice, especially
drilling, helps with habit formation.
5. Teach all 4 language skills: Listening, Speaking, Reading, Writing. Listening and
reading are receptive, speaking and writing are productive skills. All four language
skills should go hand-in-hand. They should be integrated. All people understand far
more than they can produce. The child has the more following order in acquiring the
four skills. Listening-Speaking-Reading-Writing.
6. Grade the learning tasks. Items should be presented according to the order of
ease. It shouldnt be too rigid grading. There should be Structural and Vocabulary
grading Functional-Notional Approach. (A matter of presenting syllabus. They
introduce all of them at the same time. Language material should be presented in the
order of function and notion.Formal:
Informal : Open the door please.
Can/could you open the door?
Will you open the door please?
7/27/2019 Artikel 2 Bahasa Inggeris
11/26
Would you mind opening the door please?
Would you open the door please?
Would you be so kind enough to open the door?
7.All learning should be functional and have meaning for the students in terms of
their needs and life values. Start with their experiences.
8. Go from the known to the unknown. Build on what the students know either in their
native language or in English. Compare and Contrast where possible.Similar points
in L1 and L2 are easy to learn. As a principle, try to have as meaningul language
material as possible. Present Perfect is difficult to teach, because there is no
equivalent, no counter part in Turkish.
9. Go from the concrete to the more abstract.
10.Teach only one thing at a time. Dont teach vocabulary and structure at the same
time. Teach a new grammatical pattern with the known vocabulary items. While
teaching new vocabulary items, use known grammatical patterns in your illustrated
sentences.
11. It is easier to learn a thing correctly the first time than to have to relearn it. Here it
is important to emphasize that the teacher should have a good command of the
language material which he presents and practices in class. To have to relearn
something that is learned incorrectly before is much more difficult than to learn it
correctly the first time. Turkish should be used in rule explanation. Do not pour upon
your student all your Grammar knowledge. In Grammar teaching both Inductive-Rule
Teaching and Deductive-Rule Teaching approaches should be used students can
also discover the rules themselves.
12. Rules are essential in language learning. But knowing the rules just as an
intellectual activity is not enough. All the native speakers of a language know the
language rules subconsciously. What is needed is the use of language by the
students for communicative purpose both in spoken and written form of language.
The degree of emphasis attached to rules in language learning will be different
7/27/2019 Artikel 2 Bahasa Inggeris
12/26
depending on the age of the students. Adults are more rule-oriented and they need
to study them.
13. Teach first those language patterns which will be the most useful in manipulating
other language items.
14. Teach beginning (elementary) students only the forms most frequently used in
normal speech. Help them realize that there may be more than one way of
expressing the same ideas. But in the beginning, teach then only one form. e.g. The
most commonly used request pattern is: Please open the door, Open the door
please.
15. Errors will naturally occur in language learning. It is not necessary to correct
every error. Be selective in error correction. Be gentle in error correction. Errors are
a natural, necessary, and inevitable part of learning. Never interrupt your student
while he is talking or reading for a correction. Wait until he finishes his part of talking
or reading. Gentle correction should be a principle. Correct only common mistakes.
Mistake is the wrong use of language, although you know the correct form. Error is a
wrong use but the correct form is not known. Be selective in error correction.
Common errors ocur because of the difference between L1 and L2. best way to
correct the errors is to give a mini-presentation. In communicative situations what
they speak is important than how they speak.
16. Provide Review since language learning is spiral. Do not teach ib isolated blocks.
But teach in spiral fashion. For example different functions of the present continuous
form of the verb should be taught at different levels by reviewing the known functions.
Review will make it possible to tight a new item to the thing already learned.
I am leaving zmir now. (at the moment of speaking)
I am leaving zmir tomorrow.(It is going to take place tomorrow)
(The same form but different meanings and functions).
17. Recognize individual differences. All students learn at differnt roles. In every
class there will naturally be slow, average, and bright students. Give opportunity to
all the students to participate in class activities. Do not let the bright students
7/27/2019 Artikel 2 Bahasa Inggeris
13/26
monopolize. You can give bright students difficult tasks to keep their interest alive.
To form mixed ability groups we should do anything possible not to foster the feeling
of impriority.
18. Items that are similar to language items in the students own language will be
easy to learn in the case of differences between the native language and the target
language learning will be more difficult. Consequently more time and practice will be
needed. There is a transfer theory (Audio Lingual Approach). Foreign students
transfer. He uses his L1 habits in learning and using L2. f two points are similar in
L1 and L2 they are easy to learn. If two points are different such things are difficult to
learn. They constitute problems. Two kinds of mother tongue interference:
positive interference negative interference.
Before the teacher present the new item he will anticipate the problems by
the contrastive analysis. Audio-Linguistics beleive that great majority of problems
occur because of the differences between Turkish and English.
19. Keep the pace alive. Provide a variety of activities. Class activities should not go
at a monotonous rate. There will be boredom and little or no learning. The activities
should go dynamically not monotonously. If the students are not interested with the
activity, stop that activity. Any game which fixed into your present project can be
used.
20. Teach with examples. Examples speak louder than language explanation.
Examples can help the students learn much better than complicated explanations.
21. Make legitimate use of mother tongue. Use it at the right time and in the right
dose. You must avoid overuse of mother tongue clarifying abstract vocabulary items.
In teaching grammatical items while giving the instructions if they are difficult we can
use Turkish.
22. Relate form to meaning and contextualize. All class activities should be
meaningful. Meaning should always be in the foreground. Whatever activity the
students are involved in, the students should be able to understand the meaning of
what they hear, say, read, or write. Teach new vocabulary items or a grammatical
pattern or pronunciation in context. In teaching vocabulary give the meaning and
7/27/2019 Artikel 2 Bahasa Inggeris
14/26
pronunciation. Smallest context is a sentence meaning arises out of the situation.
We can use dialogues, anectodes in the spoken form as context.
23.Assign tasks in class. Involve the students as much as possible. A variety of
tasks can be assigned in class.
24. Give students a feeling of confidence and success and encourage them.
Education should be geared on success. When the grading time comes at the first
cemester, if there is a student on borderline, pass him.
25.Assign as homework what the students can do by themselves.
26. Use Audio-visual aid as much as possible.
27. Teach well before you test. Students often fail because of poor teaching, poor
testing, poor evaluation of the exams.
Principles of Language Teaching Video
Related Posts:
Teachers Roles Teaching Vocabulary Steps in Teaching Elementary Reading Five Hypotheses of Language Acquisition Cultural DissonanceShare this:
Facebook34
Google +1
Tumblr Twitter2 Digg StumbleUpon Reddit
Tags:principles of language teaching and learningPost Published: 17 June 2010
Author: adminFound in section:Education
Tags:principles of language teaching and learning
http://www.englisharticles.info/2013/02/04/teachers-roles/http://www.englisharticles.info/2013/02/04/teachers-roles/http://www.englisharticles.info/2012/12/19/teaching-vocabulary/http://www.englisharticles.info/2012/12/19/teaching-vocabulary/http://www.englisharticles.info/2012/12/16/steps-in-teaching-elementary-reading/http://www.englisharticles.info/2012/12/16/steps-in-teaching-elementary-reading/http://www.englisharticles.info/2013/01/21/five-hypotheses-of-language-acquisition-2/http://www.englisharticles.info/2013/01/21/five-hypotheses-of-language-acquisition-2/http://www.englisharticles.info/2012/01/15/cultural-dissonance/http://www.englisharticles.info/2012/01/15/cultural-dissonance/http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=email&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=email&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=facebook&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=facebook&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=facebook&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=linkedin&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=linkedin&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=google-plus-1&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=google-plus-1&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=tumblr&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=tumblr&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=twitter&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=twitter&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=twitter&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=digg&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=digg&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=stumbleupon&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=stumbleupon&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=reddit&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=reddit&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=pinterest&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=pinterest&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/#printhttp://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/#printhttp://www.englisharticles.info/tag/principles-of-language-teaching-and-learning/http://www.englisharticles.info/tag/principles-of-language-teaching-and-learning/http://www.englisharticles.info/tag/principles-of-language-teaching-and-learning/http://www.englisharticles.info/category/education/http://www.englisharticles.info/category/education/http://www.englisharticles.info/category/education/http://www.englisharticles.info/tag/principles-of-language-teaching-and-learning/http://www.englisharticles.info/tag/principles-of-language-teaching-and-learning/http://www.englisharticles.info/tag/principles-of-language-teaching-and-learning/http://www.englisharticles.info/tag/principles-of-language-teaching-and-learning/http://www.englisharticles.info/category/education/http://www.englisharticles.info/tag/principles-of-language-teaching-and-learning/http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/#printhttp://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=pinterest&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=reddit&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=stumbleupon&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=digg&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=twitter&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=tumblr&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=google-plus-1&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=linkedin&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=facebook&nb=1http://www.englisharticles.info/2010/06/17/principles-of-language-teaching-and-learning/?share=email&nb=1http://www.englisharticles.info/2012/01/15/cultural-dissonance/http://www.englisharticles.info/2013/01/21/five-hypotheses-of-language-acquisition-2/http://www.englisharticles.info/2012/12/16/steps-in-teaching-elementary-reading/http://www.englisharticles.info/2012/12/19/teaching-vocabulary/http://www.englisharticles.info/2013/02/04/teachers-roles/7/27/2019 Artikel 2 Bahasa Inggeris
15/26
The Two Approaches to the Teaching and Learning of a Second Language
ByFiona Keneth
Currently more and more people are viewing second language learning from
cognitive perspective. But actually there are two cognitive approaches to the
teaching and learning of second language: the cognitive code theory proposed by
Carroll and the cognitive approach proposed by Anderson and Skehan, or we can
define them as traditional (or structurist) cognitive approach and the information-
processing cognitive approach.
The two approaches have similarities in several ways. First, they emphasize theimportance of cognition in language learning, relate language learning to the internal
process within the individual when dealing with the environmental stimulus, and
investigate internal psychological structure of the learner and how they change. In a
word, they investigate language learning through the cognitive abilities of the learner.
Second, they both make contrast between a focus on learners' similarities and a
focus on learners' differences and this naturally leads to the discussion of foreign
language aptitude, the construct which accounts for the variation in language-
learning ability. when the information-processing cognitive researchers distinguish
among the three information-processing stages of input, central processing, and
output, it is striking that different components of aptitude which were identified forty
years ago (Carroll & Sapon, 1958) can be linked to the three stages.
Yet their differences are obvious, and these stem from the differences between
structurist cognitive psychology and information- processing cognitive psychology.
for Chinese teachers, the two kinds of theories are often confusing, because they
were introduced into china with the same name without distinction, and the traditional
cognitive approach may have been the common proactive in china. But since new
achievements in second language acquisition theory have brought new concepts
and ideas to language learning, it is necessary to distinguish the information-
processing approach from the cognitive code approach. Their differences lie in their
different backgrounds, their respective rationales; their different propositions their
different instructional principles and procedures. This article is written to sketch out
http://ezinearticles.com/?expert=Fiona_Kenethhttp://ezinearticles.com/?expert=Fiona_Kenethhttp://ezinearticles.com/?expert=Fiona_Keneth7/27/2019 Artikel 2 Bahasa Inggeris
16/26
the two different accounts of language learning and to recognize main shift towards
the acceptance of a processing perspective.
This UGG outlet sells all kinds of UGG boots Canada
[http://www.canadauggboots.ca] in cheap, now the latest UGG designs are on sale
now, please click in to buy with confidence.
Article Source: http://EzineArticles.com/?expert=Fiona_Keneth
http://ezinearticles.com/?expert=Fiona_Kenethhttp://ezinearticles.com/?expert=Fiona_Keneth7/27/2019 Artikel 2 Bahasa Inggeris
17/26
Resources
Online Resources: Digests
September 2001
Issue Paper
Language Teaching Methodology
Theodore S. Rodgers, Professor Emeritus, University of Hawaii
Background
Language teaching came into its own as a profession in the last century. Central to this
phenomenon was the emergence of the concept of "methods" of language teaching. The
method concept in language teachingthe notion of a systematic set of teaching practices
based on a particular theory of language and language learningis a powerful one, and
the quest for better methods was a preoccupation of teachers and applied linguists
throughout the 20th century. Howatt's (1984) overview documents the history of changes
of practice in language teaching throughout history, bringing the chronology up through
the Direct Method in the 20th century. One of the most lasting legacies of the Direct
Method has been the notion of "method" itself.
Language Teaching Methodology Defined
Methodology in language teaching has been characterized in a variety of ways. A more or
less classical formulation suggests that methodology is that which links theory and
practice. Theory statements would include theories of what language is and how language
is learned or, more specifically, theories of second language acquisition (SLA). Such
theories are linked to various design features of language instruction. These design
features might include stated objectives, syllabus specifications, types of activities, roles of
teachers, learners, materials, and so forth. Design features in turn are linked to actual
teaching and learning practices as observed in the environments where language teaching
and learning take place. This whole complex of elements defines language teachingmethodology.
7/27/2019 Artikel 2 Bahasa Inggeris
18/26
Schools of Language Teaching Methodology
Within methodology a distinction is often made between methods and approaches, in
which methods are held to be fixed teaching systems with prescribed techniques and
practices, whereas approaches represent language teaching philosophies that can be
interpreted and applied in a variety of different ways in the classroom. This distinction is
probably most usefully seen as defining a continuum of entities ranging from highly
prescribed methods to loosely described approaches.
The period from the 1950s to the 1980s has often been referred to as "The Age of
Methods," during which a number of quite detailed prescriptions for language teaching
were proposed. Situational Language Teaching evolved in the United Kingdom while a
parallel method, Audio-Lingualism, emerged in the United States. In the middle-methods
period, a variety of methods were proclaimed as successors to the then prevailingSituational Language Teaching and Audio-Lingual methods. These alternatives were
promoted under such titles as Silent Way, Suggestopedia, Community Language Learning,
and Total Physical Response. In the 1980s, these methods in turn came to be
overshadowed by more interactive views of language teaching, which collectively came to
be known as Communicative Language Teaching (CLT). Communicative Language
Teaching advocates subscribed to a broad set of principles such as these:
Learners learn a language through using it to communicate.
Authentic and meaningful communication should be the goal of classroom activities.
Fluency is an important dimension of communication.
Communication involves the integration of different language skills.
Learning is a process of creative construction and involves trial and error.
However, CLT advocates avoided prescribing the set of practices through which these
principles could best be realized, thus putting CLT clearly on the approach rather than the
method end of the spectrum.
Communicative Language Teaching has spawned a number of off-shoots that share the
same basic set of principles, but which spell out philosophical details or envision
instructional practices in somewhat diverse ways. These CLT spin-off approaches include
The Natural Approach, Cooperative Language Learning, Content-Based Teaching, and
Task-Based Teaching.
It is difficult to describe these various methods briefly and yet fairly, and such a task is
well beyond the scope of this paper. However, several up-to-date texts are available that
do detail differences and similarities among the many different approaches and methods
that have been proposed. (See, e.g., Larsen-Freeman, 2000, and Richards & Rodgers,
2001). Perhaps it is possible to get a sense of the range of method proposals by looking at
a synoptic view of the roles defined for teachers and learners within various methods.
Such a synoptic (perhaps scanty) view can be seen in the following chart.
7/27/2019 Artikel 2 Bahasa Inggeris
19/26
TEACHING METHODS AND TEACHER & LEARNER ROLES
Method Teacher Roles Learner Roles
Situational Language TeachingContext Setter
Error Corrector
Imitator
Memorizer
Audio-lingualismLanguage ModelerDrill Leader
Pattern PracticerAccuracy Enthusiast
Communicative Language TeachingNeeds AnalystTask Designer
ImprovisorNegotiator
Total Physical ResponseCommanderAction Monitor
Order TakerPerformer
Community Language LearningCounselorParaphraser
CollaboratorWhole Person
The Natural ApproachActorProps User
GuesserImmerser
Suggestopedia Auto-hypnotistAuthority Figure
RelaxerTrue-Believer
Figure 2. Methods and Teacher and Learner Roles
As suggested in the chart, some schools of methodology see the teacher as ideal language
model and commander of classroom activity (e.g., Audio-Lingual Method, Natural
Approach, Suggestopedia, Total Physical Response) whereas others see the teacher as
background facilitator and classroom colleague to the learners (e.g., Communicative
Language Teaching, Cooperative Language Learning).
There are other global issues to which spokespersons for the various methods and
approaches respond in alternative ways. For example, should second language learning by
adults be modeled on first language learning by children? One set of schools (e.g., Total
Physical Response, Natural Approach) notes that first language acquisition is the only
universally successful model of language learning we have, and thus that second language
pedagogy must necessarily model itself on first language acquisition. An opposed view
(e.g., Silent Way, Suggestopedia) observes that adults have different brains, interests,
timing constraints, and learning environments than do children, and that adult classroom
learning therefore has to be fashioned in a way quite dissimilar to the way in which naturefashions how first languages are learned by children.
Another key distinction turns on the role of perception versus production in early stages of
language learning. One school of thought proposes that learners should begin to
communicate, to use a new language actively, on first contact (e.g., Audio-Lingual
Method, Silent Way, Community Language Learning), while the other school of thought
states that an initial and prolonged period of reception (listening, reading) should precede
any attempts at production (e.g., Natural Approach).
7/27/2019 Artikel 2 Bahasa Inggeris
20/26
What's Now, What's Next?
The future is always uncertain, and this is no less true in anticipating methodological
directions in second language teaching than in any other field. Some current predictions
assume the carrying on and refinement of current trends; others appear a bit more
science-fiction-like in their vision. Outlined below are 10 scenarios that are likely to shape
the teaching of second languages in the next decades of the new millenium. These
methodological candidates are given identifying labels in a somewhat tongue-in-cheek
style, perhaps a bit reminiscent of yesteryear's method labels.
1. Teacher/Learner Collaborates
Matchmaking techniques will be developed which will link learners and teachers with
similar styles and approaches to language learning. Looking at the Teacher and
Learner roles sketched in Figure 2, one can anticipate development of a system inwhich the preferential ways in which teachers teach and learners learn can be
matched in instructional settings, perhaps via on-line computer networks or other
technological resources.
2. Method Synergistics
Crossbreeding elements from various methods into a common program of
instruction seems an appropriate way to find those practices which best support
effective learning. Methods and approaches have usually been proposed as
idiosyncratic and unique, yet it appears reasonable to combine practices from
different approaches where the philosophical foundations are similar. One might call
such an approach "Disciplined Eclecticism."
3. Curriculum Developmentalism
Language teaching has not profited much from more general views of educational
design. The curriculum perspective comes from general education and views
successful instruction as an interweaving of Knowledge, Instructional, Learner, and
Administrative considerations. From this perspective, methodology is viewed as only
one of several instructional considerations that are necessarily thought out and
realized in conjunction with all other curricular considerations.
4. Content-Basics
Content-based instruction assumes that language learning is a by-product of focus
on meaning--on acquiring some specific topical content--and that content topics to
support language learning should be chosen to best match learner needs and
interests and to promote optimal development of second language competence. A
critical question for language educators is "what content" and "how much content"
best supports language learning. The natural content for language educators is
literature and language itself, and we are beginning to see a resurgence of interest
in literature and in the topic of "language: the basic human technology" as sources
7/27/2019 Artikel 2 Bahasa Inggeris
21/26
of content in language teaching.
5. Multintelligencia
The notion here is adapted from the Multiple Intelligences view of human talents
proposed by Howard Gardner (1983). This model is one of a variety of learning style
models that have been proposed in general education with follow-up inquiry by
language educators. The chart below shows Gardner's proposed eight native
intelligences and indicates classroom language-rich task types that play to each of
these particular intelligences. The challenge here is to identify these intelligences in
individuallearners and then to determine appropriate and realistic instructional tasks
in response.
INTELLIGENCE TYPES ANDAPPROPRIATE EDUCATIONAL ACTIVITIES
Intellegence Type Educational Activities
Linguistic lectures, worksheets, word games, journals, debates
Logical puzzles, estimations, problem solving
Spatial charts, diagrams, graphic organizers, drawing, films
Bodily hands-on, mime, craft, demonstrations
Musical singing, poetry, Jazz Chants, mood music
Interpersonal group work, peer tutoring, class projects
Intrapersonal reflection, interest centers, personal values tasks
Naturalist field trips, show and tell, plant and animal projects
Figure 3. (Adapted from Christison, 1998)
6. Total Functional Response
Communicative Language Teaching was founded (and floundered) on earlier
notional/functional proposals for the description of languages. Now new leads in
discourse and genre analysis, schema theory, pragmatics, and systemic/functional
grammar are rekindling an interest in functionally based approaches to language
teaching. One pedagogical proposal has led to a widespread reconsideration of the
first and second language program in Australian schools where instruction turns on
five basic text genres identified as Report, Procedure, Explanation, Exposition, and
Recount. Refinement of functional models will lead to increased attention to genreand text types in both first and second language instruction.
7. Strategopedia
"Learning to Learn" is the key theme in an instructional focus on language learning
strategies. Such strategies include, at the most basic level, memory tricks, and at
higher levels, cognitive and metacognitive strategies for learning, thinking,
planning, and self-monitoring. Research findings suggest that strategies can indeed
be taught to language learners, that learners will apply these strategies in language
learning tasks, and that such application does produce significant gains in languagelearning. Simple and yet highly effective strategies, such as those that help learners
7/27/2019 Artikel 2 Bahasa Inggeris
22/26
remember and access new second language vocabulary items, will attract
considerable instructional interest in Strategopedia.
8. Lexical Phraseology
The lexical phraseology view holds that only "a minority of spoken clauses are
entirely novel creations" and that "memorized clauses and clause-sequences form a
high proportion of the fluent stretches of speech heard in every day conversation."
One estimate is that "the number of memorized complete clauses and sentences
known to the mature English speaker probably amounts, at least, to several
hundreds of thousands" (Pawley & Syder, 1983). Understanding of the use of lexical
phrases has been immensely aided by large-scale computer studies of language
corpora, which have provided hard data to support the speculative inquiries into
lexical phraseology of second language acquisition researchers. For language
teachers, the results of such inquiries have led to conclusions that language
teaching should center on these memorized lexical patterns and the ways they can
be pieced together, along with the ways they vary and the situations in which they
occur.
9. O-zone Whole Language
Renewed interest in some type of "Focus on Form" has provided a major impetus for
recent second language acquisition (SLA) research. "Focus on Form" proposals,
variously labeled as consciousness-raising, noticing, attending, and enhancing input,
are founded on the assumption that students will learn only what they are aware of.Whole Language proponents have claimed that one way to increase learner
awareness of how language works is through a course of study that incorporates
broader engagement with language, including literary study, process writing,
authentic content, and learner collaboration.
10.Full-Frontal Communicativity
We know that the linguistic part of human communication represents only a small
fraction of total meaning. At least one applied linguist has gone so far as to claim
that, "We communicate so much information non-verbally in conversations thatoften the verbal aspect of the conversation is negligible." Despite these cautions,
language teaching has chosen to restrict its attention to the linguistic component of
human communication, even when the approach is labeled Communicative. The
methodological proposal is to provide instructional focus on the non-linguistic
aspects of communication, including rhythm, speed, pitch, intonation, tone, and
hesitation phenomena in speech and gesture, facial expression, posture, and
distance in non-verbal messaging.
7/27/2019 Artikel 2 Bahasa Inggeris
23/26
References
Christison, M. (1998). Applying multiple intelligences theory in preservice and inservice TEFL
education programs. English Teaching Forum, 36 (2), 2-13.
Gardner, H. (1983). Frames of mind. New York: Basic Books.
Howatt, A. (1984).A history of English language teaching. Oxford: Oxford University Press.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford
University Press.
Pawley, A., & Syder, F. (1983). Two puzzles for linguistic theory: Native-like selection and native-
like fluency. In J. Richards & R. Schmidt (Eds.), Language and communication. London:
Longman.
Richards, J., & Rodgers, T. (2001).Approaches and methods in language Teaching (2nd ed.).
Cambridge: Cambridge University Press.
This digest was prepared with funding from the U.S. Dept. of Education,Office of Educational Research and Improvement, National Library ofEducation, under contract no. ED-99-CO-0008. The opinions expressed do notnecessarily reflect the positions or policies of ED, OERI, or NLE.
CAL Store | Press Room | Jobs | Contact Us | Site Map | Privacy
Copyright 2013 CAL
http://calstore.cal.org/http://www.cal.org/about/press.htmlhttp://www.cal.org/about/jobs.htmlhttp://www.cal.org/about/contact.htmlhttp://www.cal.org/resources/sitemap.htmlhttp://www.cal.org/resources/privacyPolicy.htmlhttp://www.cal.org/resources/privacyPolicy.htmlhttp://www.cal.org/resources/sitemap.htmlhttp://www.cal.org/about/contact.htmlhttp://www.cal.org/about/jobs.htmlhttp://www.cal.org/about/press.htmlhttp://calstore.cal.org/7/27/2019 Artikel 2 Bahasa Inggeris
24/26
Roles of a Teacher in the ClassroomBy Jennifer VanBaren, eHow Contributor
Print this article
A teacher has many roles than just teaching information to her students.
Teachers play vital roles in the lives of the students in their classrooms. Teachersare best known for the role of educating the students that are placed in their care.Beyond that, teachers serve many other roles in theclassroom . Teachers set thetone of their classrooms, build a warm environment, mentor and nurture students,become role models, and listen and look for signs of trouble.
1. Teaching Knowledgeo The most common role ateacher plays in the classroom is to teach knowledge to
children. Teachers are given a curriculum they must follow that meets stateguidelines. This curriculum is followed by the teacher so that throughout the year, allpertinent knowledge is dispensed to the students. Teachers teach in many waysincluding lectures, small group activities and hands-on learning activities.Creating Classroom Environment
o Teachers also play an important role in the classroom when it comes to theenvironment. Students often mimic a teacher's actions. If the teacher prepares awarm, happy environment, students are more likely to be happy. An environment set
by the teacher can be either positive or negative. If students sense the teacher isangry, students may react negatively to that and therefore learning can be impaired.Teachers are responsible for the social behavior in their classrooms. This behavior isprimarily a reflection of the teacher's actions and the environment she sets.
o Sponsored Links Free Cover Letters
Free Cover Letter Templates. Create A Free Cover Letter In Minutes!
free.smartcoverletter.com
http://www.ehow.com/print/info_7833444_roles-teacher-classroom.htmlhttp://www.ehow.com/print/info_7833444_roles-teacher-classroom.htmlhttp://www.ehow.com/info_7833444_roles-teacher-classroom.htmlhttp://www.ehow.com/info_7833444_roles-teacher-classroom.htmlhttp://www.ehow.com/info_7833444_roles-teacher-classroom.htmlhttp://www.ehow.com/info_7833444_roles-teacher-classroom.htmlhttp://www.ehow.com/info_7833444_roles-teacher-classroom.htmlhttp://www.ehow.com/info_7833444_roles-teacher-classroom.htmlhttp://www.google.com/url?ct=abg&q=https://www.google.com/adsense/support/bin/request.py%3Fcontact%3Dabg_afc%26url%3Dhttp://www.ehow.com/info_7833444_roles-teacher-classroom.html%26gl%3DUS%26hl%3Den%26client%3Dca-ehow_300x250%26hideleadgen%3D1%26ai0%3DC5mq8u0wTUuDZBMLX0AHNzYHwB8Dep9gD-M-SqGHAjbcBEAEgqYmtBlDT3IuL_f____8BYMmGp4fco5QRoAGoqZXmA8gBAagDAaoEkAFP0F_vQtXOuOFAylT8-6onhx62SpsZ5GeGfigRsgb97QQpRNPwKDL3OszF7ejOJrIiTkCK37zO_MwsxXz30AJpj2OANqn9LWe9zVw1Q59gcitkVTnEkk5y-Oct4BTjgyYNWHT5xKqA_RNGsNh9vUs5NivZ1JzD81C9sDL6e0r7L-yEgdAKoeTZpIKiXr3HUxKIBgGAB8DW6hk&usg=AFQjCNF157FwIVg67SamudGt_0HYItxezAhttp://www.google.com/url?ct=abg&q=https://www.google.com/adsense/support/bin/request.py%3Fcontact%3Dabg_afc%26url%3Dhttp://www.ehow.com/info_7833444_roles-teacher-classroom.html%26gl%3DUS%26hl%3Den%26client%3Dca-ehow_300x250%26hideleadgen%3D1%26ai0%3DC5mq8u0wTUuDZBMLX0AHNzYHwB8Dep9gD-M-SqGHAjbcBEAEgqYmtBlDT3IuL_f____8BYMmGp4fco5QRoAGoqZXmA8gBAagDAaoEkAFP0F_vQtXOuOFAylT8-6onhx62SpsZ5GeGfigRsgb97QQpRNPwKDL3OszF7ejOJrIiTkCK37zO_MwsxXz30AJpj2OANqn9LWe9zVw1Q59gcitkVTnEkk5y-Oct4BTjgyYNWHT5xKqA_RNGsNh9vUs5NivZ1JzD81C9sDL6e0r7L-yEgdAKoeTZpIKiXr3HUxKIBgGAB8DW6hk&usg=AFQjCNF157FwIVg67SamudGt_0HYItxezAhttp://www.googleadservices.com/pagead/aclk?sa=L&ai=C5mq8u0wTUuDZBMLX0AHNzYHwB8Dep9gD-M-SqGHAjbcBEAEgqYmtBlDT3IuL_f____8BYMmGp4fco5QRoAGoqZXmA8gBAagDAaoEkAFP0F_vQtXOuOFAylT8-6onhx62SpsZ5GeGfigRsgb97QQpRNPwKDL3OszF7ejOJrIiTkCK37zO_MwsxXz30AJpj2OANqn9LWe9zVw1Q59gcitkVTnEkk5y-Oct4BTjgyYNWHT5xKqA_RNGsNh9vUs5NivZ1JzD81C9sDL6e0r7L-yEgdAKoeTZpIKiXr3HUxKIBgGAB8DW6hk&num=1&cid=5GgTmXeVeiRcwc6y3-asqR3O&sig=AOD64_364joBml0_Joi9l5qm-6ioQrZYpg&client=ca-ehow_300x250&adurl=http://smartcoverletter.comhttp://www.googleadservices.com/pagead/aclk?sa=L&ai=C5mq8u0wTUuDZBMLX0AHNzYHwB8Dep9gD-M-SqGHAjbcBEAEgqYmtBlDT3IuL_f____8BYMmGp4fco5QRoAGoqZXmA8gBAagDAaoEkAFP0F_vQtXOuOFAylT8-6onhx62SpsZ5GeGfigRsgb97QQpRNPwKDL3OszF7ejOJrIiTkCK37zO_MwsxXz30AJpj2OANqn9LWe9zVw1Q59gcitkVTnEkk5y-Oct4BTjgyYNWHT5xKqA_RNGsNh9vUs5NivZ1JzD81C9sDL6e0r7L-yEgdAKoeTZpIKiXr3HUxKIBgGAB8DW6hk&num=1&cid=5GgTmXeVeiRcwc6y3-asqR3O&sig=AOD64_364joBml0_Joi9l5qm-6ioQrZYpg&client=ca-ehow_300x250&adurl=http://smartcoverletter.comhttp://www.googleadservices.com/pagead/aclk?sa=L&ai=C5mq8u0wTUuDZBMLX0AHNzYHwB8Dep9gD-M-SqGHAjbcBEAEgqYmtBlDT3IuL_f____8BYMmGp4fco5QRoAGoqZXmA8gBAagDAaoEkAFP0F_vQtXOuOFAylT8-6onhx62SpsZ5GeGfigRsgb97QQpRNPwKDL3OszF7ejOJrIiTkCK37zO_MwsxXz30AJpj2OANqn9LWe9zVw1Q59gcitkVTnEkk5y-Oct4BTjgyYNWHT5xKqA_RNGsNh9vUs5NivZ1JzD81C9sDL6e0r7L-yEgdAKoeTZpIKiXr3HUxKIBgGAB8DW6hk&num=1&cid=5GgTmXeVeiRcwc6y3-asqR3O&sig=AOD64_364joBml0_Joi9l5qm-6ioQrZYpg&client=ca-ehow_300x250&adurl=http://smartcoverletter.comhttp://www.googleadservices.com/pagead/aclk?sa=L&ai=C5mq8u0wTUuDZBMLX0AHNzYHwB8Dep9gD-M-SqGHAjbcBEAEgqYmtBlDT3IuL_f____8BYMmGp4fco5QRoAGoqZXmA8gBAagDAaoEkAFP0F_vQtXOuOFAylT8-6onhx62SpsZ5GeGfigRsgb97QQpRNPwKDL3OszF7ejOJrIiTkCK37zO_MwsxXz30AJpj2OANqn9LWe9zVw1Q59gcitkVTnEkk5y-Oct4BTjgyYNWHT5xKqA_RNGsNh9vUs5NivZ1JzD81C9sDL6e0r7L-yEgdAKoeTZpIKiXr3HUxKIBgGAB8DW6hk&num=1&cid=5GgTmXeVeiRcwc6y3-asqR3O&sig=AOD64_364joBml0_Joi9l5qm-6ioQrZYpg&client=ca-ehow_300x250&adurl=http://smartcoverletter.comhttp://www.googleadservices.com/pagead/aclk?sa=L&ai=C5mq8u0wTUuDZBMLX0AHNzYHwB8Dep9gD-M-SqGHAjbcBEAEgqYmtBlDT3IuL_f____8BYMmGp4fco5QRoAGoqZXmA8gBAagDAaoEkAFP0F_vQtXOuOFAylT8-6onhx62SpsZ5GeGfigRsgb97QQpRNPwKDL3OszF7ejOJrIiTkCK37zO_MwsxXz30AJpj2OANqn9LWe9zVw1Q59gcitkVTnEkk5y-Oct4BTjgyYNWHT5xKqA_RNGsNh9vUs5NivZ1JzD81C9sDL6e0r7L-yEgdAKoeTZpIKiXr3HUxKIBgGAB8DW6hk&num=1&cid=5GgTmXeVeiRcwc6y3-asqR3O&sig=AOD64_364joBml0_Joi9l5qm-6ioQrZYpg&client=ca-ehow_300x250&adurl=http://smartcoverletter.comhttp://www.googleadservices.com/pagead/aclk?sa=L&ai=C5mq8u0wTUuDZBMLX0AHNzYHwB8Dep9gD-M-SqGHAjbcBEAEgqYmtBlDT3IuL_f____8BYMmGp4fco5QRoAGoqZXmA8gBAagDAaoEkAFP0F_vQtXOuOFAylT8-6onhx62SpsZ5GeGfigRsgb97QQpRNPwKDL3OszF7ejOJrIiTkCK37zO_MwsxXz30AJpj2OANqn9LWe9zVw1Q59gcitkVTnEkk5y-Oct4BTjgyYNWHT5xKqA_RNGsNh9vUs5NivZ1JzD81C9sDL6e0r7L-yEgdAKoeTZpIKiXr3HUxKIBgGAB8DW6hk&num=1&cid=5GgTmXeVeiRcwc6y3-asqR3O&sig=AOD64_364joBml0_Joi9l5qm-6ioQrZYpg&client=ca-ehow_300x250&adurl=http://smartcoverletter.comhttp://www.google.com/url?ct=abg&q=https://www.google.com/adsense/support/bin/request.py%3Fcontact%3Dabg_afc%26url%3Dhttp://www.ehow.com/info_7833444_roles-teacher-classroom.html%26gl%3DUS%26hl%3Den%26client%3Dca-ehow_300x250%26hideleadgen%3D1%26ai0%3DC5mq8u0wTUuDZBMLX0AHNzYHwB8Dep9gD-M-SqGHAjbcBEAEgqYmtBlDT3IuL_f____8BYMmGp4fco5QRoAGoqZXmA8gBAagDAaoEkAFP0F_vQtXOuOFAylT8-6onhx62SpsZ5GeGfigRsgb97QQpRNPwKDL3OszF7ejOJrIiTkCK37zO_MwsxXz30AJpj2OANqn9LWe9zVw1Q59gcitkVTnEkk5y-Oct4BTjgyYNWHT5xKqA_RNGsNh9vUs5NivZ1JzD81C9sDL6e0r7L-yEgdAKoeTZpIKiXr3HUxKIBgGAB8DW6hk&usg=AFQjCNF157FwIVg67SamudGt_0HYItxezAhttp://www.ehow.com/info_7833444_roles-teacher-classroom.htmlhttp://www.ehow.com/info_7833444_roles-teacher-classroom.htmlhttp://www.ehow.com/print/info_7833444_roles-teacher-classroom.html7/27/2019 Artikel 2 Bahasa Inggeris
25/26
Role Modeling
o Teachers typically do not think of themselves as role models, however, inadvertently
they are. Students spend a great deal of time with their teacher and therefore, the
teacher becomes a role model to them. This can be a positive or negative effect
depending on the teacher. Teachers are there not only to teach the children, but also
to love and care for them. Teachers are typically highly respected by people in the
community and therefore become a role model to students and parents.
Mentoring
o Mentoring is a natural role taken on by teachers, whether it is intentional or not. This
again can have positive or negative effects on children. Mentoring is a way a teacher
encourages students to strive to be the best they can. This also includes
encouraging students to enjoy learning. Part of mentoring consists of listening to
students. By taking time to listen to what students say, teachers impart to students a
sense of ownership in the classroom. This helps build their confidence and helps
them want to besuccessful .
Signs of Trouble
o Another role played by teachers is a protector role. Teachers are taught to look for
signs of trouble in the students. When students' behaviors change or physical signs
of abuse are noticed, teachers are required to look into the problem. Teachers must
follow faculty procedures when it comes to following up on all signs of trouble.
Sponsored Links
Signs Of ADHD*
Warning These (3) Symptoms Are Sure
Signs of ADHD. Learn More Now!
Blendqa.com
Classroom Management:
STOP:Who's In Charge Of Your Class?
3 Tricks For Taking Control, Now!
www.TeacherExcellence.org/Best_Year
http://www.ehow.com/info_7833444_roles-teacher-classroom.htmlhttp://www.ehow.com/info_7833444_roles-teacher-classroom.htmlhttp://www.ehow.com/info_7833444_roles-teacher-classroom.htmlhttp://googleads.g.doubleclick.net/aclk?sa=L&ai=CybqZuUwTUunsIorX0AGyrIHYD6f_qecFl5fy6YkBwI23ARABIOPxmwIoBFDmpJesBGDJhqeH3KOUEcgBAagDAaoEjQFP0M2Bfl8VkXIX0FSykOyVUP0GTYhug1LivNgfZdTkJ4ka9PhjJxzIzq0Wzs_ynjfAEy3QdjRaH34j85Oltr-kt4lxYFYPqCjADGff0Q5kIJ58mmqXpQHnMiKuCSpzhNWrjmap_M4hQ5Z62VvD8jkdjXXFbXCkURhVRDCwPDmhCmODt-qWfhS_hQUMx7qAB-fP8Rg&num=1&sig=AOD64_2O4zXdAjppgSJd5Gw1QzScQqnSew&client=ca-ehow_336x280&adurl=http://www.blendqa.com/find.php%3Fquery%3Dadd%2Badhd%2Btreatment%26bqas%3Dadwc%26bqaid%3Dbqa-51fc18f357628%26bqabk%3Dsigns%2520of%2520adhd%2520in%2520children%26bqanw%3Dd%26bqap%3Dwww.ehow.com%26bqacid%3D36978848615http://googleads.g.doubleclick.net/aclk?sa=L&ai=CybqZuUwTUunsIorX0AGyrIHYD6f_qecFl5fy6YkBwI23ARABIOPxmwIoBFDmpJesBGDJhqeH3KOUEcgBAagDAaoEjQFP0M2Bfl8VkXIX0FSykOyVUP0GTYhug1LivNgfZdTkJ4ka9PhjJxzIzq0Wzs_ynjfAEy3QdjRaH34j85Oltr-kt4lxYFYPqCjADGff0Q5kIJ58mmqXpQHnMiKuCSpzhNWrjmap_M4hQ5Z62VvD8jkdjXXFbXCkURhVRDCwPDmhCmODt-qWfhS_hQUMx7qAB-fP8Rg&num=1&sig=AOD64_2O4zXdAjppgSJd5Gw1QzScQqnSew&client=ca-ehow_336x280&adurl=http://www.blendqa.com/find.php%3Fquery%3Dadd%2Badhd%2Btreatment%26bqas%3Dadwc%26bqaid%3Dbqa-51fc18f357628%26bqabk%3Dsigns%2520of%2520adhd%2520in%2520children%26bqanw%3Dd%26bqap%3Dwww.ehow.com%26bqacid%3D36978848615http://googleads.g.doubleclick.net/aclk?sa=L&ai=CybqZuUwTUunsIorX0AGyrIHYD6f_qecFl5fy6YkBwI23ARABIOPxmwIoBFDmpJesBGDJhqeH3KOUEcgBAagDAaoEjQFP0M2Bfl8VkXIX0FSykOyVUP0GTYhug1LivNgfZdTkJ4ka9PhjJxzIzq0Wzs_ynjfAEy3QdjRaH34j85Oltr-kt4lxYFYPqCjADGff0Q5kIJ58mmqXpQHnMiKuCSpzhNWrjmap_M4hQ5Z62VvD8jkdjXXFbXCkURhVRDCwPDmhCmODt-qWfhS_hQUMx7qAB-fP8Rg&num=1&sig=AOD64_2O4zXdAjppgSJd5Gw1QzScQqnSew&client=ca-ehow_336x280&adurl=http://www.blendqa.com/find.php%3Fquery%3Dadd%2Badhd%2Btreatment%26bqas%3Dadwc%26bqaid%3Dbqa-51fc18f357628%26bqabk%3Dsigns%2520of%2520adhd%2520in%2520children%26bqanw%3Dd%26bqap%3Dwww.ehow.com%26bqacid%3D36978848615http://www.googleadservices.com/pagead/aclk?sa=L&ai=CbDlvuUwTUunsIorX0AGyrIHYD4TgscECpMO96TvAjbcBEAIg4_GbAigEUIXHo_ICYMmGp4fco5QRoAH85OjgA8gBAagDAaoEigFP0L33K18WkXIX0FSykOyVUP0GTYhug1LivNgfZdTkJ4ka9PhjJxzIzq0Wzs_ynjfAEy3QdjRaH34j85Oltr-kt4lxYFYPqCjADGff0Q5kIJ58mmqXpQHnMiKuCSpzhNWrjmap_IYhpvGZcjhagzkde5gz0nVVUt6kR_ZFfylUSXN2tO52eOT7esWIBgGAB-yalx8&num=2&cid=5GgLXoJSRpbz1X9J5e0pOLd2&sig=AOD64_33ESz7Tbm0Q8AEG0x5EJAekD_AzQ&client=ca-ehow_336x280&adurl=http://teacherexcellence.org/your-best-year-classroom-management-t/http://www.googleadservices.com/pagead/aclk?sa=L&ai=CbDlvuUwTUunsIorX0AGyrIHYD4TgscECpMO96TvAjbcBEAIg4_GbAigEUIXHo_ICYMmGp4fco5QRoAH85OjgA8gBAagDAaoEigFP0L33K18WkXIX0FSykOyVUP0GTYhug1LivNgfZdTkJ4ka9PhjJxzIzq0Wzs_ynjfAEy3QdjRaH34j85Oltr-kt4lxYFYPqCjADGff0Q5kIJ58mmqXpQHnMiKuCSpzhNWrjmap_IYhpvGZcjhagzkde5gz0nVVUt6kR_ZFfylUSXN2tO52eOT7esWIBgGAB-yalx8&num=2&cid=5GgLXoJSRpbz1X9J5e0pOLd2&sig=AOD64_33ESz7Tbm0Q8AEG0x5EJAekD_AzQ&client=ca-ehow_336x280&adurl=http://teacherexcellence.org/your-best-year-classroom-management-t/http://www.googleadservices.com/pagead/aclk?sa=L&ai=CbDlvuUwTUunsIorX0AGyrIHYD4TgscECpMO96TvAjbcBEAIg4_GbAigEUIXHo_ICYMmGp4fco5QRoAH85OjgA8gBAagDAaoEigFP0L33K18WkXIX0FSykOyVUP0GTYhug1LivNgfZdTkJ4ka9PhjJxzIzq0Wzs_ynjfAEy3QdjRaH34j85Oltr-kt4lxYFYPqCjADGff0Q5kIJ58mmqXpQHnMiKuCSpzhNWrjmap_IYhpvGZcjhagzkde5gz0nVVUt6kR_ZFfylUSXN2tO52eOT7esWIBgGAB-yalx8&num=2&cid=5GgLXoJSRpbz1X9J5e0pOLd2&sig=AOD64_33ESz7Tbm0Q8AEG0x5EJAekD_AzQ&client=ca-ehow_336x280&adurl=http://teacherexcellence.org/your-best-year-classroom-management-t/http://www.googleadservices.com/pagead/aclk?sa=L&ai=CbDlvuUwTUunsIorX0AGyrIHYD4TgscECpMO96TvAjbcBEAIg4_GbAigEUIXHo_ICYMmGp4fco5QRoAH85OjgA8gBAagDAaoEigFP0L33K18WkXIX0FSykOyVUP0GTYhug1LivNgfZdTkJ4ka9PhjJxzIzq0Wzs_ynjfAEy3QdjRaH34j85Oltr-kt4lxYFYPqCjADGff0Q5kIJ58mmqXpQHnMiKuCSpzhNWrjmap_IYhpvGZcjhagzkde5gz0nVVUt6kR_ZFfylUSXN2tO52eOT7esWIBgGAB-yalx8&num=2&cid=5GgLXoJSRpbz1X9J5e0pOLd2&sig=AOD64_33ESz7Tbm0Q8AEG0x5EJAekD_AzQ&client=ca-ehow_336x280&adurl=http://teacherexcellence.org/your-best-year-classroom-management-t/http://www.googleadservices.com/pagead/aclk?sa=L&ai=CbDlvuUwTUunsIorX0AGyrIHYD4TgscECpMO96TvAjbcBEAIg4_GbAigEUIXHo_ICYMmGp4fco5QRoAH85OjgA8gBAagDAaoEigFP0L33K18WkXIX0FSykOyVUP0GTYhug1LivNgfZdTkJ4ka9PhjJxzIzq0Wzs_ynjfAEy3QdjRaH34j85Oltr-kt4lxYFYPqCjADGff0Q5kIJ58mmqXpQHnMiKuCSpzhNWrjmap_IYhpvGZcjhagzkde5gz0nVVUt6kR_ZFfylUSXN2tO52eOT7esWIBgGAB-yalx8&num=2&cid=5GgLXoJSRpbz1X9J5e0pOLd2&sig=AOD64_33ESz7Tbm0Q8AEG0x5EJAekD_AzQ&client=ca-ehow_336x280&adurl=http://teacherexcellence.oTop Related